Elementary teachers were most likely to rely on materials they found online. In contrast, secondary teachers were most likely to create their own materials as their
primary resources. Teachers who used materials they created themselves were most
satisfied. Those who used materials produced by their school system were least satisfied.
How have pandemic shifts affected students from diverse backgrounds?
Administrators indicated that access to infrastructure and devices, and general concerns about equity, had less impact on the instructional programs they offered in Spring 2022 than in the prior year.
Teachers reported similar device access across varied school demographics, but home internet connectivity was less accessible for students from historically underserved backgrounds.
What programs have school systems created to support their students?
Administrators reported that teacher and staff input were often the most important factor influencing instructional programs (83 percent). Parent and community input (63 percent), COVID guidelines (58 percent), and research on best practices (58 percent) accounted for other influencing factors.
Most school systems had tutoring programs to support their students. Many also offered full-time virtual school options. In most of the school systems offering tutoring or virtual schools, administrators estimated that just a small subset of students participated in these programs.
How are teachers faring in the wake of the pandemic?
Teachers still saw major gaps in their students’ learning, but also recognized improvement compared to the fall. A noteworthy subset of teachers feel confident that their schools will be able to help their students recover academically from the pandemic.
Teachers experienced a great deal of stress last school year, but most have maintained a healthy sense of well-being. Male teachers seemed to have fared better than their female colleagues.
Most teachers taught in person in Spring 2022, but a sizable minority prefer hybrid and remote instruction. The mismatch between preferred and actual teaching arrangements is most pronounced for teachers who serve higher portions of historically underserved
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